scholarly journals Interweaving Rubrics in Information Systems Program Assessments- Experiences from Action Research at Two Universities

10.28945/3242 ◽  
2008 ◽  
Author(s):  
Olga Petkova ◽  
Don Petkov ◽  
Marianne D'Onofrio
Keyword(s):  
Information Systems ◽  
Action Research ◽  
Student Learning ◽  
Learning Assessment ◽  
State Universities ◽  
Research Experiences ◽  
Education Assessment ◽  
The Past ◽  
Student Learning Assessment ◽  
Future Work

This paper describes research experiences in student learning assessment in information systems programs. These research experiences resulted from research implemented at two Connecticut State universities during the past six years. The paper provides an overview of the expanding research in Information Systems education assessment and links assessment work at the program level with the use of standardized rubrics for projects or other artifacts. Additionally, the paper presents reflections on the authors’ action research achievements in student learning assessment and gives some directions for future work.

scholarly journals Development of Scoring Rubrics for Projects as an Assessment Tool across an IS Program

10.28945/2941 ◽  
2006 ◽  
Author(s):  
Doncho Petkov ◽  
Olga Petkova
Keyword(s):  
Information Systems ◽  
Student Learning ◽  
Assessment Tool ◽  
Learning Assessment ◽  
The Core ◽  
Core Subjects ◽  
Scoring Rubrics ◽  
Student Learning Assessment ◽  
Future Work

This paper describes the experience of the authors with the development of scoring rubrics for projects in the core subjects of an Information Systems program. It presents an overview of student learning assessment issues in professional courses and the role of educational projects for that purpose. Then the steps of deriving project rubrics in different subjects across the Information Systems program are shown along with some suggestions for future work.

scholarly journals Exploring the Complexity of Student Learning Outcome Assessment Practices Across Multiple Libraries

2016 ◽  
Vol 11 (2) ◽  
pp. 9 ◽  
Author(s):  
Donna Harp Ziegenfuss ◽  
Stephen Borrelli
Keyword(s):  
Qualitative Research ◽  
Grounded Theory ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Interview Data ◽  
Learning Assessment ◽  
Assessment Practices ◽  
Institutional Contexts ◽  
Student Learning Assessment

Objectives – The purpose of this collaborative qualitative research project, initiated by the Greater Western Library Alliance (GWLA), was to explore how librarians were involved in the designing, implementing, assessing, and disseminating student learning outcomes (SLOs) in GWLA member academic libraries. The original objective of the research was to identify library evaluation/assessment practices at the different libraries to share and discuss by consortia members at a GWLA-sponsored Student Learning Assessment Symposium in 2013. However, findings raised new questions and areas to explore beyond student learning assessment, and additional research was continued by two of the GWLA collaborators after the Symposium. The purpose of this second phase of research was to explore the intersection of library and institutional contexts and academic library assessment practices. Methods – This qualitative research study involved a survey of librarians at 23 GWLA member libraries, about student learning assessment practices at their institutions. Twenty follow-up interviews were also conducted to further describe and detail the assessment practices identified in the survey. Librarians with expertise in library instruction, assessment, and evaluation, either volunteered or were designated by their Dean or Director, to respond to the survey and participate in the interviews. Interview data were analyzed by seven librarians, across six different GWLA libraries, using constant comparison methods (Strauss & Corbin, 2014). Emerging themes were used to plan a GWLA member Symposium. Based on unexpected findings, after the Symposium, two GWLA researchers continued the analysis using a grounded theory methodology to re-examine the data and uncover categorical relationships and conceptual coding, and to explore data alignment to theoretical possibilities. Results – Seventeen categories and five themes emerged from the interview data and were used to create a 3-part framework for describing and explaining library SLO assessment practices. The themes were used to plan the GWLA Assessment Symposium. Through additional qualitative grounded theory data analysis, researchers also identified a core variable, and data were re-evaluated to verify an alignment to Engeström’s Activity and Expansion Theories (Engeström, 2001, 2004). Conclusions – The findings of this multi-phased qualitative study discovered how contextual, structural, and organizational factors can influence how libraries interact and communicate with college departments, and the larger institution about student learning outcomes and assessment. Viewing library and campus interaction through the activity theory lens can demonstrate how particular factors might influence library collaboration and interaction on campuses. Institutional contexts and cultures, campus-wide academic priorities, leadership at the library level, and changing roles of librarians were all themes that emerged from this study that are important factors to consider when planning the design, implementation, assessment and dissemination of library SLOs.

Evaluating Student Performance and Qualifications in Rehabilitation Counseling

2017 ◽  
Vol 31 (2) ◽  
pp. 146-152
Author(s):  
Allison R. Fleming ◽  
Katherine M. Kline ◽  
Brian N. Phillips
Keyword(s):  
Student Learning ◽  
Postsecondary Education ◽  
Student Performance ◽  
Clinical Training ◽  
Clinical Skills ◽  
Survey Design ◽  
Rehabilitation Counseling ◽  
Learning Assessment ◽  
Student Learning Assessment ◽  
Certified Rehabilitation Counselors

Purpose: To determine methods of student learning assessment and clinical training in rehabilitation counseling programs. With many shifts occurring in postsecondary education and in rehabilitation counseling, it is critical to understand these current practices.Method: The authors used an Internet-based survey design to solicit program approaches to student learning assessment and clinical training. Respondents (n = 34) provided description of assessments, perceived effectiveness, satisfaction, and brief comments on the strengths and weaknesses of the approaches employed by the program.Results: Programs reported various assessments used during and at the completion of the training program. Programs also reported varied frequency and intensity of involvement with clinical placement, although most seek certified rehabilitation counselors as supervisors along with other professionals.Conclusion: Strengthening assessment methods to be able to show that students possess the clinical skills and knowledge necessary to become effective counselors is a high priority for our field and will become increasingly necessary within the context of changing credentialing standards.

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